Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6767
Title: Learning Statics Through Physical Manipulative Tools and Visuohaptic Simulations: The Effect of Visual and Haptic Feedback
Authors: Walsh, Yoselyn
Magana, Alejandra
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Walsh, Y. & Magana, A. (2020). Learning Statics Through Physical Manipulative Tools and Visuohaptic Simulations: The Effect of Visual and Haptic Feedback. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 795-796). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This study compared the learning gains from pretest to posttest after students interacted with a physical manipulative (PM), or a visuohaptic simulation (VHS) offered in four different modalities (visual, haptic, visual and haptic simultaneously, and sequenced with haptic first and then, visual and haptic combined). Results favored the VHS over the PM. In the VHS, the haptic feedback provided an embodied learning experience, while visual information was better for learning friction concepts.
URI: https://doi.dx.org/10.22318/icls2020.795
https://repository.isls.org//handle/1/6767
Appears in Collections:ICLS 2020

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